Implementation of an Opioid Overdose and Naloxone Distribution Training in a Pharmacist Laboratory Course
Implementation of an Opioid Overdose and Naloxone Distribution Training in a Pharmacist Laboratory Course
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DOI：
10.5688/ajpe7179
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发表时间：
2020-02-01
影响因子：
3.3
通讯作者：
Gauld, Andrea
中科院分区：
文献类型：
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作者：
Kwon, Min;Moody, Ashley E.;Gauld, Andrea
Objective.描述阿片类药物过量反应计划（ORP）和阿片类药物过量教育和纳洛酮分配（OEND）培训计划的教学设计，实施和评估，以三年级药学（P3）学生。在三个小时的实验室课程中使用5-E学习周期，作者开发了一个OEND培训计划。培训开始于参与练习，包括经过验证的阿片类药物过量前知识量表（OOKS）和阿片类药物过量前态度量表（OOAS）评估。紧接着，学生们进入了该项目的探索阶段，其中包括两个安慰剂纳洛酮产品站。在那里，教师解释了与OEND相关的关键内容。学生们通过完成两个案例来应用在阐述过程中学到的知识：使用基于小组的逐点咨询以及模拟患者人体模型的场景。课程结束时进行了评估练习，包括完成后OOKS和后OOAS.Results.五十六名学生参加了ORP认证和OEND培训。在评估前和评估后，总评分显著增加。此外，还观察到学生在提供过量反应咨询和分发纳洛酮方面的信心显着增加。学生认为所有的学习活动都非常有效。使用5-E学习周期作为教育设计方法来构建主动学习活动，可有效增加学生的知识，改善他们对提供过量反应的态度和信心。
Objective. To describe the instructional design, implementation, and evaluation of an opioid overdose response program (ORP) and opioid overdose education and naloxone distribution (OEND) training program to third-year pharmacy (P3) students.Methods. Using the 5-E learning cycle during a three-hour laboratory session, the authors developed an OEND training program. The training began with an engagement exercise encompassing validated pre-Opioid Overdose Knowledge Scale (OOKS) and pre-Opioid Overdose Attitudes Scale (OOAS) assessments. Directly after, students moved to the exploration phase of the program, which consisted of two stations with placebo naloxone products. There, instructors explained key content related to OEND. Students applied what was learned during the elaboration by completing two cases: using group-based point-by-point counseling as well as a scenario with a simulation patient manikin. The class ended with an evaluation exercise that involved completing post-OOKS and post-OOAS.Results. Fifty-six students participated in the ORP certification and OEND training. Significant increases in total scores were seen on the pre- and post-assessment. Additionally, significant increases in student confidence in providing overdose response counseling and dispensing naloxone were observed. Students rated all the learning activities as very effective.Conclusion. Use of the 5-E learning cycle as an educational design method to structure active-learning activities was effective in increasing students' knowledge and improving their attitudes toward and confidence in providing overdose response.